Suggested outcomes
Creating Science – Speed.Some kids like to think they’re pretty fast, but just how fast are they? A great way to use maths in science.Suggested outcomes(NOTE: This is by no means an exhaustive list of possible outcomes, neither is it intended that ONLY these outcomes can or should be met. Science is a deeply interrelated activity, and you may find cross curriculum links you can and should use.)Planning and conducting 7: Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed AND Measure and control variables, select equipment appropriate to the task and collect data with accuracy Physical sciences10: The motion of objects can be described and predicted using the laws of physics AlsoPhysical sciences 7: Change to an object’s motion is caused by unbalanced forces acting on the objectWarningKids can get very silly when running around and testing for speed. Remind them to be careful, to not get over excited, and that the goal here is to create knowledge – not just be fast.PreparationYou might enjoy some motivation from the following video clips - USA importance of physics - English cartoon on physicsThe Disney Pixar movie Cars, from around 40 seconds till 55.You’ll need some things that roll, such a toy cars, balls and cardboard tubes.Sloping ramps strong enough to hold your rollers – thin cardboard will not do.A stopwatch accurate to milliseconds. Something to record your results on.The online file ‘the relationship between distance and time’ from drjoe.id.auFlat, hard ground, such as concrete or a table top. Carpet and grass slow things down too much.Being readyHi all! We’re really looking forward to a great class on Monday. Just a few things you might like to bring and do to prepare:Hats and sunscreen, we’ll be outside for some of today.A stopwatch if you can – we’ll be timing in milliseconds.Running shoes – though they’re not compulsory, those who wish can run for others.Download and set up on your device ‘the relationship between distance and time’ Excel file from the website (), you may need a free copy of an excel file to open and work on it. And just for some extra preparation, can anyone tell me the equation for SPEED!!?Suggestions for other year levelsAs always, more material is presented here than can be used by the average class during the average lesson time. However, since the students questions can and should guide student learning, more material is presented for you convenience. Remember, it is not uncommon for students to only remember those points which answered their personal questions. Younger:This activity is not well suited to most early childhood audiences. You’ll need to do the maths for them. They may gain a sense of ‘faster’ or ‘slower’, but numerical values are a special challenge.Middle:This activity is well suited to this age.Teen:Having them perform their own calculations, including doing multiple trials and taking the average, might be possible at this age group.EngageMake sure all students write down any questions they may have generated during this phase regarding the topic for today.Ask:Some of you students think you are pretty fast. Just how fast do you think you can be?Maybe show a clip (Cars) if you can.Ask students “what do you think speed is?”Why do we need to know speed? We can predict how much damage an object will do if we know how much it weighs, and how fast it is moving when it hits. Scientists use this information to help solve crimes, for example, to help explain what happened in traffic accidents no one saw.So we can plan for our journeys. If you know how long it will take to get to a certain place, you will be able to know if you have enough supplies to last the journey.You can find out if someone is going too fast to stop safely in a school zone if you know their speed.ExploreEncourage and validate student explanations of this phenomenon. You may like to ask students to write or draw their explanation personally to avoid embarrassment to students unfamiliar with this material. Remember, ‘I don’t know’ is a valid explanation in science – it is the beginning of learning new things!To calculate the speed we just need a simple equation:Speed = Distance TimeOf course, you can be more complex than that if you like. But in simple terms, speed is the distance travelled, divided by the time it took to get there.ActivitySet up the following activity. You need a ramp, a rolling thing (such as a ball, cylinder or toy car), a rule to measure 1 meter, and a stopwatch. Set it up over a hard surface such as a table top.Mark out 1 meter from the base of the ramp. Hold the ramp at about 45 degrees.Have students roll a tube or ball down a slope and guess how fast it was going as it exited the ramp. Have a student time, as precisely as possible, the time it takes to travel that meter. It’s often less than one second. ExplainThis helps to illustrate the difficulties in measuring in science. What can be done?Set up electronic signals that automatically start the clock when the roller hits the bottom of the ramp, and stop the clock when it passes the finish line. This is much more accurate, but very technically tricky. Olympic sports use exactly this same technique from the firing of the starter’s gun, and you can find out more if you wish.Measure out more than 1 meter. Of course, the roller slows down so again it’s not as accurate as a measure taken over a millisecond, for instance. Police radar guns, for instance, use this technique.Both these problems are faced by real scientists every day when trying to measure speed. They’re not simple problems with simple answers, and there will also be a tiny bit of uncertainty in any measurement of speed.The answer students will receive is in meters per second. It is usually around 2 meters per second.Extra challengesHave students generate their own questions and answers in regards to the ramp activity. For example;What precise angle produces the fastest exit speed? (too high, and the object just bounces around)?Are heavy or light things faster?Are more or less wheels faster?Is it better to have a flat ramp, or a ramp that curves downwards at first?ElaborateActivity: running races.Ask:So how fast are you?Help students to develop their own methods of determining how fast themselves and fellow students are. Some students who refuse to run might prefer to measure their ‘walking pace speed’, which is quite ok – it’s all in the science question you’re asking.A few suggestions;As with the practice effects of dropping rulers, students need a running space to reach top speed before we begin to time them. So mark about 10 or so meters to reach top speed.Mark out another 10 meters. Another student can begin to time them when they hit the start of your 10 meters, and stop as soon as they reach the end. If there is not enough time for you all to be confident in your measurement, you can do 100 meters in a circle and measure out start and stop times. This, of course, will exhaust them as it’s humanly impossible to keep up top speed over 100 meters. Don’t forget to remind them that they have to run past the finish line, not stop at it. Otherwise their speed slows down dramatically as they try to stop. And, of course, one very important thing;Use multiple trials and then take the average to help us find the most representative time.Extra challengesHelp students develop their own experiments in order to create knowledge. For instance, can they find out;Who is faster on the day, boy or girls? (up till puberty there’s no significant difference)People wearing red or not? (again, no difference is expected, though with a small sample size it’s very easy to find a large difference. Perhaps it’s one of psychology – people who like speed also like red because it’s a typically ‘speedy’ colour in our culture? Apparently police pull over red cars twice as much as other colours for that very reason!)People who do running sports (such as football or athletics) v’s people who do not (such as badminton or swimming)?Again, our small sample size is never going to be very representative, so it’s wise to treat it with some caution.Evaluate Diagnostic:Find out what students think ‘speed’ is. Have them draw pictures of things that have “speed” – ironically every single object is moving in relation to something else, so everything has a ‘speed’. This is not to be confused with what may be considered ‘fast’. That is, even snails have a speed.Formative:Have students carefully chart their results on a spreadsheet program. Help them demonstrate how to calculate speed at various times.Summative:Help students consider ways they can communicate their new understanding to others, just as scientists need to do. Have them write up an experiment;Question: What was their research question (i.e., what were they trying to find out)Theorise and Predict: What did they think would be the result might be (predict) and why did they think it would be that (theorise)?Plan and conduct: how they gathered their data and what problems they had to overcome (including getting accurate timing and controlling variables).Process and analyse data: How they analysed their data, including the equation for speed and using averages.Evaluate: Give the conclusion of their study, and then reflect on how accurate it might be, and what it tells us about speed, and what might be necessary to make a study more accurate.Creating science1/ it is HARD to create a perfectly accurate measurement of speed. Indeed, we’re usually only estimating. But it’s an important piece of information and we’ve just go to try!2/ Speed = distance travelled divided by the time it took.Appendix – speeds of lifeList of orders of magnitude for speed adapted 11 feb 17 from (speed)List of orders of magnitude for?speedFactor (m/s)Value (m/s)Value (km/h)Item10?131×10?133×10?13Rate of erosion of Bedrock.[1]10?119.8×10?113.5×10?10Rate of?global sea level rise?in 1993–2003 (3.1?mm/yr).[2]10?103×10?10?to 3×10?91×10?9?to 1×10?8Typical relative speed of?continental drift. Or fingernail growth.10?91.3×10?94.68×10?9Average rate of the?Moon?receding from the?Earth?(approx. 38?mm/yr).4.8×10?91.7×10?8Human hair growth?(average rate—note that there is a great range of variation).10?61.52×10?65.4×10?6Speed of a?cellular?vesicle?propelled by a motor protein.[3]10?51×10?54×10?5Speed of the tip of an hour hand on a clock.1.4×10?55.0×10?5Growth rate of?bamboo, the fastest-growing woody plant, over 24 hours.[4]10?44.0×10?41.4×10?3Speed of? HYPERLINK "" \o "Jakobshavn Isbr?" Jakobshavn Isbr?, one of the fastest?glaciers, in 2003.[5]6×10?40.002Typical speed of? HYPERLINK "" \o "Thiovulum majus" Thiovulum majus, the fastest-swimming?bacterium.[6]10?30.002750.00990World record speed of the fastest?snail?in the Congham, UK.[7]10?20.04760.171Compact cassette?tape speed.[8]0.0800.29The top speed of a?sloth.10?10.277811?km/hour. A slow walking pace. (4-6 kmph is average walking pace)1001.24.32Typical scanning speed of an audio?compact disc; the speed of signals (action potentials) traveling along?axons?in the human cortex.1–1.53.6–5.4Average?walking?speed—below a speed of about 2?m/s, it is more efficient to walk than to run, but above that speed, it is more efficient to run.2.398.53World record time 50m freestyle swim5.7220.42World record time?marathon6–720–25Comfortable?bicycling?speed.10110.43837.578Average speed of?Jamaican?athlete?Usain Bolt?while setting the?100m world record?in?Berlin?on 16 August 2009.12.4244.72Top speed reached by Bolt during the same race.8–1430–50Typical residential?speed limit; top speed of a running cat or dog.1450Typical speed of road-race cyclist.1760Typical speed of?thoroughbred?racehorse or racing?greyhound.5–2518–90Speed of propagation for?unmyelinated?sensory?neurons.30110Typical speed of car (freeway);?cheetah—fastest of all terrestrial animals;?sailfish—fastest?fish; speed of?go-fast boat.37.16133.78Land speed record for a?human powered vehicle.[9]40140Typical peak speed of a local service?train?(or intercity on lower standard tracks).54195Maximum speed a?human?can attain during a face-down?free-fall.67240The top speed of the world's fastest roller coaster,?Formula Rossa.90320Typical speed of a modern?high-speed train?(e.g. latest generation of production TGV); a diving?peregrine falcon—fastest bird; 320?km/h or 200?mph is a parameter sometimes used in defining a?supercar.[10]91328Fastest recorded ball (a?golf?ball) in sports.[11]102103370Speed of super torpedo?VA-111 Shkval.103.5372.6Maximum speed recorded by a?Formula One?car. Set by?Juan Pablo Montoya?during the?2005 Italian Grand Prix?at?Monza?in a?McLaren MP4-20.105.5379.8Maximum speed of a?Ferrari F50 GT1.113408Fastest non-tornadic wind gust recorded on Earth - at Barrow Island, Australia on 1996-04-10 during?Severe Tropical Cyclone Olivia.[12]119.742431.072Maximum speed of the?Bugatti Veyron Super Sport?(currently the?fastest production car?in the world).120432Speed of propagation for?mammalian?motor?neurons.130468Wind speed of a powerful?tornado.150.6539Top speed of an internal-combustion-powered?NHRA?Top Fuel Dragster.157575Top speed of experimental test?TGV?train in 2007.161580Top speed of?JR-Maglev?in 2003.250900Typical?cruising speed?of a modern?jet airliner, e.g. an?Airbus A380.3141,130Top speed of any World War II-era aircraft, the?Me 163B V18?set on July 6, 1944.3201,200The speed of a typical?.22 LR?bullet.340.31,225Speed of sound?in?standard atmosphere?(15?°C?and 1? HYPERLINK "(unit)" \o "Atmosphere (unit)" atm).344.661,240.77Max speed reached by the jet-propelled car? HYPERLINK "" \o "ThrustSSC" ThrustSSC?in 1997—Land speed record.[13]3731,342.8Highest speed recorded during a?free fall?set by?Felix Baumgartner.4281,540.8Max speed of?Bell X-1.4641,670Speed of?Earth's?rotation at the?equator.6032,170.8Speed of the?Concorde?airliner.9753,510Muzzle velocity?of?M16?rifle.9813,532SR-71 Blackbird, the fastest?aircraft?driven by a mechanical?jet engine.1031,4005,040Speed of the?Space Shuttle?when the solid rocket boosters separate.1,5005,400Speed of sound in?water?or in?soft tissue.[14]1,7896,443Speed of? HYPERLINK "" \l "Hypersonic_Cruise_Missile" \o "BrahMos" BrahMos II hypersonic cruise missile2,0007,200Estimated speed of a?thermal neutron.2,0197,268.4Speed of the?North American X-15?rocket plane.2,3758,550Escape velocity?from Moon.2,7009,600Speed of wind on exoplanet?HD 189733 b.[15]2,88510,385Top speed of the fastest?rocket sled.[16]3,37312,144Speed of the?X-43?rocket/scramjet plane.4,50016,000A typical value for the?specific impulse?of current?rockets.7,70027,700Speed of?International Space Station?and typical speed of other?satellites?such as the?Space Shuttle?in?low Earth orbit.7,77728,000Speed of propagation of the explosion in a?detonating cord.10411,10739,985.2Speed of?Apollo 10?– high speed record for human-crewed vehicle.11,20040,320Escape velocity?from Earth.16,10057,900Fastest?projectile?velocity (1994).[17]16,21058,356Escape speed from Earth by NASA?New Horizons?spacecraft—Fastest escape velocity.17,00061,000The approximate speed of the?Voyager 1?probe relative to the sun, when it exited the Solar System.[18]29,800107,280Speed of the?Earth?in orbit around the?Sun.47,800172,100Atmospheric entry speed of the?Galileo?atmospheric probe—Fastest controlled atmospheric entry for a man-made object.70,220252,800Speed of the?Helios 2?solar probe.73,762265,542Estimated top speed of the?Juno?spacecraft before insertion into Jupiter's orbit —Fastest man-made object.[19]105140,000540,000Approaching?velocity?of?Messier 98?to our galaxy.200,000700,000Orbital speed of the?solar system?in the?Milky Way?galaxy.308,5711,080,000Approaching?velocity?of?Andromeda Galaxy?to our galaxy.440,0001,600,000Typical speed of the?stepped leader of lightning?(cf.?return stroke below).[20]450,0001,600,000Typical speed of a particle of the?solar wind, relative to the?Sun.552,0001,990,000Speed of the?Milky Way, relative to the?cosmic microwave background.617,7002,224,000Escape velocity from the surface of the?Sun.1061,000,0003,600,000Typical speed of a?Moreton wave?across the surface of the Sun.1,610,0005,800,000Speed of?hypervelocity star?PSR B2224+65, which currently seems to be leaving the?Milky Way.5,000,00018,000,000Estimated minimum speed of star?S2?at its closest approach to?Sagittarius A*.[21]10714,000,00050,000,000Typical speed of a?fast neutron.30,000,000100,000,000Typical speed of an?electron?in a?cathode ray tube.108100,000,000360,000,000The escape velocity of a?neutron star.100,000,000360,000,000Typical speed of the?return stroke of lightning?(cf.?stepped leader above).[22]124,000,000447,000,000Speed of light in a?diamond?(Refractive index?2.417).200,000,000720,000,000Speed of a?signal?in an?optical fiber.299,792,4561,079,252,840Speed of the 7? HYPERLINK "" \o "TeV" TeV?protons?in the?Large Hadron Collider?at full power.[23]299,792,457.9961,079,252,848.786Maximal speed of an electron in?LEP?(104.5 GeV).299,792,458 ? 1.5×10?151,079,252,848.8 ? 5.4×10?15Speed of the?Oh-My-God particle?ultra-high-energy cosmic ray.[24]299,792,4581,079,252,848.8Speed of light?or other?electromagnetic radiation?in a?vacuum?or massless particles.10?>299,792,458>1,079,252,848.8Faster than the speed of light.Appendix – Quote attributed to Galileo Galilei ................
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